Pouk zunaj učilnice s poudarkom na družboslovju : diplomsko delo

Sušnik, Petra (avtor), Umek, Maja (mentor)

Namen diplomskega dela je zbrati potrebno znanje in izkušnje za pouk zunaj učilnice in z akcijsko raziskavo ugotoviti prednosti in slabosti poučevanja in učenja zunaj učilnice. V teoretičnem delu sem predstavila učni prostor, učiteljevo vlogo in pripravo prostora za pouk, poglobila sem se v pouk zunaj učilnice. Predstavila sem učiteljevo pripravo na pouk zunaj učilnice, ki mora biti še bolj poglobljena in konkretna, hkrati pa dovolj fleksibilna, da izpeljemo uro v prostorih, kjer je dovolj drugih motečih dejavnikov. Na koncu teoretičnega dela sem predstavila pogled na pouk zunaj učilnice, kot ga imajo v tujini, kjer je tovrsten pouk pogostejši in ga bolj promovirajo kot pri nas. V srednjem delu sem analizirala učne načrte od 1. do 3. razreda, primerjala priročnike za učitelje različnih založb in poiskala priporočila za pouk zunaj učilnice. V empiričnem delu diplomskega dela sem predstavila akcijsko raziskavo, v kateri sem izvedla in analizirala 5 ur pouka spoznavanja okolja zunaj učilnice v prvem razredu. Prišla sem do spoznanja, da je pri učencih zelo dobrodošla sprememba prostora in da je že to velika motivacija za delo. Priprava na take ure zahteva bolj poglobljen premislek in izbiro metod in oblik dela z učenci. Ugotovila sem, da vse vsebine ne moremo izpeljati zunaj učilnice in da nekateri prostori niso primerni za pouk. Na koncu akcijske raziskave sem se počutila suvereno in pripravljeno na delo učitelja, ki ne bo vodil monotonih ur in bo k fleksibilnosti ur prispeval tudi z menjavo učnih prostorov in razgibanih metod dela.

• Jezik: Slovenski jezik
• Ključne besede: učiteljeva priprava, akcijska raziskava, spoznavanje okolja
• Vrsta gradiva: Diplomsko delo
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [P. Sušnik]
• Leto izida: 2015
• Št. strani: VII f., 63 str., [4] str. pril.
• PID: 20.500.12556/RUL-70810
• UDK: 373.32.016:3(043.2)
• COBISS.SI-ID: 10574665
• Datum objave v RUL: 10.07.2015

SUŠNIK, Petra, 2015, Pouk zunaj učilnice s poudarkom na družboslovju : diplomsko delo [na spletu]. Diplomsko delo. P. Sušnik. [Dostopano 1 maj 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=70810

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Lessons outside the classroom focusing on social sciences

Izvleček

The purpose of the thesis is to acquire the knowledge and experience necessary to conduct lessons outside the classroom and carry out an action research to determine the advantages and disadvantages of teaching and learning outside the classroom. In the theoretical part we presented the learning space, the role of the teacher and the preparation of space for lessons. Moreover, we further researched the area of lessons outside the classroom and the preparation of the teacher to conduct them. It transpired that the preparation must be even more thorough and concrete than usual yet sufficiently flexible to be adapted to a number of distractions outside the classroom. The theoretical part concludes with an overview of opinions about lessons outside the classroom from abroad where such lessons are more common and popular than in Slovenia. In the next part we analysed the syllabi for grades 1–3, compared teacher's guides from various publishing houses and compiled the recommendations for lessons outside the classroom. As for the empirical part of the thesis, we presented the action research, as part of which we conducted and analysed 5 hours of Environment Education outside the classroom in grade 1. Our findings indicate that pupils respond favourably to a change in space, which proved to be a strong motivation for work anyway. However, such lessons require careful consideration and selection of methods of work with pupils. We also established that not all the lesson content can be delivered outside the classroom and that certain spaces are inadequate. After the research we felt confident and ready to work as a teacher who will go beyond the framework of monotonous lessons and render them more flexible by changing learning spaces and employing various methods of work.